The Writing Program's Distinguished Teaching Awards

DISTINGUISHED TEACHING ASSISTANT

In March 2005, when Michelle Filling visited the English 110 class taught by AMY KANIA, Amy asked the students to do increasingly eccentric actions, and they obeyed. Amy used this demonstration to introduce discussion for a unit about authority figures. Such active and innovative methods have been typical of Amy’s work for us in the classroom.

Amy’s classroom performances are impressive. Michelle Filling wrote after her visit, “you have developed a positive rapport with your students as they seem comfortable contributing to the class discussion. . . . It was refreshing to observe such a creative and well-planned lesson.” In fall 2005, Patrick McCuen admired that Amy led a discussion of an Arak essay about a controversial topic by stressing sophisticated rhetorical matters and not getting distracted by opinions about content. Patrick wrote, “the class which I observed showed a kind of synthesis that is crucial to teaching first year writing. . . [and the class] was only one link in a larger, well-organized discussion and experience of the writing process.”

Amy apprenticed in John Jebb’s class in Detective Fiction. In this class of 36 students, Amy learned everyone’s name though she would teach the class only for two sessions. When she did lead discussion, Amy adeptly drew out some of the quieter students and seamlessly fit her presentations with the overall flow and goals of the course. When she completed sample grading of students’ essays, Amy impressed John by highlighting what sort of coaching to give in the comments to help the students revise.

Amy’s own students respond to her efforts to help their writing. Students give her very high marks on fulfilling the goals of English 110, and one section unanimously awarded her the highest rating on whether to recommend her to other students. Students also comment that her reading and writing assignments are interesting and effective.

A major thread in students’ evaluations of KATE SLAUGH-SANFORD is how effective she is as a coach of writing.  Her students report that Kate helps their writing overall, not only on a particular assignment; that Kate explains why, not just how, to make a revision; that she
comments in a “constructive and friendly way.”

Students also award Kate very high marks on fulfilling the goals of English 110, especially regarding the research process.

Visitors to Kate’s classes have enjoyed what they saw. In spring 2005, Corey Taylor complimented Kate’s “easygoing yet authoritative manner” and noted that all the students seemed ready to participate. In group work, students engaged with the assignment and stayed on task, though the reading under discussion was quite complex. When he visited in the fall, Patrick McCuen added two more significant points about Kate’s teaching. The emphasis on rhetoric in discussion of a potentially inflammatory essay impressed Patrick; he wrote, “Your persistence with pertinent ‘how’ and ‘why’ questions... stood out as a major strength of your classroom teaching, and generated good class participation and discussion.” Patrick also enjoyed how Kate taught about plagiarism by active learning— handouts, group work, cases—rather than mere lecturing or pointing to textbook pages.

Kate also found time to be an active citizen in the Writing Program by serving with Melissa Ianetta on the Outcomes Committee.

SPRING 2005
ALEX LONG arrived at our Graduate Program as an experienced teacher, a published poet, and a holder of two Master's Degrees--an MFA from Western Michigan and an MA from the Writing Seminars at Johns Hopkins.

In his three years with us, Alex has taught Composition, Approaches to Literature, and Poetry.  In his first semester teaching 110, Alex generously took part in the meetings with the newest teachers, both to share his experiences and to learn more about UD's version of composition.  He volunteered to design and then taught an experimental version of 110 that emphasized oral communication.

Alex earns very high ratings from his students in all his courses.  On evaluations, students describe the high energy level that Alex brings to class and his facility at leading discussion; one student commented that the sessions "evoked in-depth reflection."  Another remarked that Alex always "got the class motivated."  Students also report that Alex helped them to gain confidence in writing and presenting.  Another major thread in the comments is that though the courses were required, students appreciated taking them because of what they were getting from Alex.

Alex also served in the Poets in the Schools Program, visiting Delaware schools to facilitate sessions about writing poems.  In fall 2004, Alex offered an amusing and well-received talk to a conference of teachers from the State of Delaware about the the program and about involving creative writing and thinking in classes.

The Writing Program recognizes and thanks Alex for his outstanding teaching and his commitment to out Prgram's goals.

SPRING 2004
The students in the English 110 sections taught by MICHELLE FILLING have been ecstatic in their praise.  They often fill up the spaces on the discursive evaluation sheets.  From these comments, several themes emerge.  The students report that the class was "fun"; at the same time, they mention how hard they worked--an impressive combination.  Next, students praise Michelle for designing engaging activities.

Michelle taught a thematic section of 110 involving service learning projects.   She achieved buy-in from the students for these projects, as reflected in strong positive comments about the activities on the evaluations.

Both John Jebb and Cheryl Wilson visited Michelle's classes during 2003.  Cheryl wrote, "The syllabus, assignments, and activities all convey that you as an instructor sincerely care about this course and are willing to put a lot of time and energy into the class."  Indeed, Michelle's syllabus design--with unusual fonts demarcating units of the course--is a model for us all.

John Jebb saw Michelle's class perform a debate, and wrote later, "You handled the moderation of the debate very adeptly, and in the reflective discussion afterward you asked the right probing questions.  You seem very comfortable leading the class.   And your upbeat presence surely helps to make the activities fun."

SPRING 2003
KATHLEEN NEWELL has exhibited great citizenship as a teacher for the Writing Program.  In fall 2002, she presented as part in a panel of seasoned teachers about the challenges of upper level writing courses; when the Smyrna High School ENGL-110 class came to Newark, Kate let them visit her class; Kate was a reader for the Arak Awards.

This exemplary citizenship matches her superb teaching.  In English 110 and 200, and in full and short sessions, Kate gets high ratings from her students.  She consistently scores as "Excellent" on her evaluations, and significantly she is always near 100% excellent on tolerance for students' views, attesting to the accepting environment that she creates in class.

One student in 110 wrote of her: "The course and the instructor helped improve my writing.  The instructor's paper assignments were always thought provoking and clear.  The instructor was one of the best I've ever had--always prepared with interesting lectures and discussions."  Another comment: "The course was amazing [. . .] all viewpoints were tolerated and discussed in depth."

STEFANIE HERRON joined the Program after earning an M.A. at VCU.  She has established a strong record of teaching performance, evident in visits to her class by Program administrators and by her student evaluations.  She scores especially well with students in the clarity of her class goals and as a fair grader.

The comments that she receives stress her emphasis on writing instruction, especially in English 200.  One student wrote, "Stefanie created a fun and informal environment while at the same time getting us to learn and expand our minds."

Stefanie has also been an exemplary citizen; she is a regular guest speaker at the meetings for the newest TA's on how to work peer reviews into writing instruction.

SPRING 2002
ZIVAH PEREL earned tremendous ratings from students during her three courses in 2001.  Roughly 85% of all her students graded her as "Excellent."  Every student save one in these three classes rated her "Excellent" in tolerance for students' views; the one other rated her as "Good."

These ratings for tolerance are significant as Zivah taught an Honors 110 and a 301 about issues of sexuality.  Amidst this thorny subject, she created environments in which students discussed and wrote with respect for the subject and each others' views.

Behind these ratings are students' praise for her being an effective teacher of writing.  One student wrote of Zivah: "very helpful teacher--obviously cares about students and seems to love English lit. and writing."  Another wrote, "Her discussions were always thought provoking and well planned."  And a last student's testimony: "The instructor was excellent because she was always helpful, unbiased and enthusiastic."

SPRING 2001
Earlier this spring, several of us noted that CAROLINE SMITH was wearing a referee's striped jersey to class.  The attire was a prop in a style and grammar game that she had planned for her 110 section.  The jersey signals Caroline's enthusiastic and innovative teaching style.

When she visited Caroline's class last year, Laurie Frankel saw the students apply earlier discussions of gender by suggesting the gender of the creators of the art works Caroline was showing via slides.  Laurie admired the way Caroline nudged the students into backing up their guesses with evidence, and Laurie wrote that the discussion "served not only as a follow-up to previous class activities but as pre-thinking for the next assignments and paper."

Students give Caroline exceptionally high ratings bolstered by extensive comments on the evaluations.  A thread in their comments concerns Caroline's creative assignments.  Caroline had designed a 301 class that centered about the visual arts, and her students praise how the discussions of art lead to considerations of larger issues.  One student wrote, "she stimulated our minds about many different ideas and problems in society," and another student added that the course "opened my eyes to new things."  And Caroline makes sure that these eye-opening lessons end up being about writing; a third student offered that Caroline "made it fun to learn to write a paper well."

SPRING 2000
Students report that BECKY JAROFF  helped them to become confident writers and always showed them that she cared about their progress.  Students claim not merely that her class was fun--which it was--but that her class made them better writers.  Even though they say that she is a hard grader, they also describe her as "lively and energetic."  Many students took the time to write on the class evaluations extensive thanks to Becky and to laud her as one of their best all-time teachers.

During 1998-99 academic season, Becky greatly impressed Gillian Steinberg and John Jebb when Becky occupied a desk near the administrative alcove the Graham.  Rather than require tedious conferences, Becky had conversations about topics, a sharing of ideas; she presented herself as someone genuinely interested in what students had to say.  She always reacted to what they said with great good humor.

Becky earns impressive rating from students.  In fall 1999, when she taught special 110 sections wedded to courses in the Communications Department, over 90% of the students rated her as excellent.  94% rated her excellent in tolerance, and 100% gave her a rating of excellent in stating objectives.  These approvals are not new for Becky.  In the spring 1994, students wrote that she built their writing skills and that she was an "encouraging" and "excellent" teacher.
 
 

DISTINGUISHED SUPPLEMENTAL FACULTY

SPRING 2006
BRADLEY RYNER has taught English 110, English 200, and Shakespeare for us during the past year. He has devised an innovative version of English 110 that involves readings culled from databases and other sources, and he stresses research from the start, insisting that students practice research skills from the outset.

Regarding the teaching of writing, students award Brad very high marks. One student wrote, “I like that Brad gets to know each of his students and takes the time to help them with their papers.” Another wrote, “He showed a generous manner in reaching students individually.”

Brad has also found innovative ways to teach literature and writing about literature. Texts in his English 200 class ranged from Fight Club to fiction by A. S. Byatt. He demonstrated the various genres of Shakespeare’s plays by means of cereal boxes. He injected humor by showing Scotland, Pennsylvania. Some students even wrote approvingly of how Brad uses quizzes.

Even as he finished his dissertation, Brad took time to be a good citizen of the Writing Program. Four years ago he served as the Writing Program TA and had to read all the Arak Award nominees. In the three years since, he has given his time each January to serve on the Arak jury. And recently he spoke at a Writing Program panel.

SPRING 2005
BRUCE HEGGEN  serves as the Pastor of UD's Lutheran Student Association.   Previously he had earned a Ph.D. in Religious Studies, writing about the environmental theologian Joseph Sittler.  His background led him to our Department in the late 1990's to teach Biblical and Classical Literature, and he has expanded his teaching repetoire to feature Composition and Expository Writing.

Through his years of teaching for us, Bruce has worked to learn and grow as an instructor.  During the first semester that he taught composition, he loyally attended and participated in the sessions with the newest graduate student teachers.  Bruce is a regular presence when the Program offers panels about teaching and writing.  He recently took part in training workshops for Problem-Based Learning.

In designing courses, Bruce constantly changes his methods and syllabi.   He has taught several versions of Expository Writing: reflections on war, then a section on heroes and morality.  He keeps his reading lists diverse and up-to-date, involving ancient and medieval philosophers along with Bruce Springsteen.

Students write on evaluations that Bruce assigns a lot of work, then add that he offers constructive comments when he grades and that the courses made them better writers.  Students also highlight Bruce's diverse teaching methods: frequent individual conferences, group projects, oral presentations.

The Program acknowledges Bruce's efforts to be an active learner of good teaching practices and especially his achievements in incorporating these practices into his teaching.

SPRING 2004
TIM DECKER  boasts a versatile teaching portfolio: English 110, the special SEP version of 110, Business Writing, and British Literature.  Throughout these courses, students praise Tim's presence in the classroom.

Frequently, students remark that Tim made the course "fun"; they praise his sense of humor.  One student remarked that Tim displays "energy and enthusiasm" each day.  Within this fun atmosphere, the students do a lot of work.  One student wrote that Tim "presented challenges to us."

A unique theme that emerges from the evaluations concerns the skill of close reading.  In both the 110 and the literature courses, students are impressed by how Tim teaches them to read a text.  A student noted that he teaches "comprehension," not the ability to answer simple factual questions.

This comment from a student sums up Tim's efforts: "Decker is professional, approachable; made himself available outside of class; and continuously kept us engaged."

SPRING 2003
If writing classes are like sports teams and instructors are like coaches, the teams coached by PATRICK WHITE  would challenge for the league championship every year.

Whitey's record is consistently outstanding.  Each semester, over 80% of his students rate him as "Excellent," and he is often at 90+% "Excellent" on clarity of course goals, grading, and tolerance.  Whitey has taught a variety of writing courses: 110, 200, 312, and recently 410.  In each course, the diverse students all respond enthusiastically to his methods.

Students specifically emphasize that they appreciate the writing instruction that they receive.  They note that Whitey is effective in conferences and that he returns graded essays promptly.  Several comment that he makes 8 am classes worth getting up for.

This comment comes from a student in 312: "This course was excellent.  The instructor was clear in explaining assignments.  He was fair in grading and respecting of student opinions.  He had a great sense of humor and kept the 8 am class alive.  I would recommend this instructor and course to anyone.  I have learned a great deal."

In 1998, Whitey first earned this Award.  The Department and Writing Program attest that he remains one of our most reliable and appreciated teachers.
 

SPRING 2002
KAREN GUTMANN  has taught 110, 301, and 312 for us during the past year.  Her students praise her easy accessibility, her exciting class discussions, and the writing topics.  When teaching a 110 section in the LIFE program, but with few LIFE students, Karen won the whole class over with her enthusiasm.  In this class, students complained on evaluations about a couple of the texts, but praised the teacher.  Students may complain on the forms that they do not like English, but continue that they found her class fun.

This fun co-exists with significant instruction in writing.  One student wrote that she or he enjoyed the class because of the instruction in citing and organizing.  Students rate Karen as "Excellent" for the clarity of her objectives at the same time as they comment that she is a tough grader.  When he visited her class, Clyde Moneyhun reported that Karen had "an easy manner with students: focused and businesslike, but also relaxed and open.  There was a lot of good-natured humor in the class.  Most of all, I think the students went away with a sense of the value of having been in class that day."

Lastly, one student wrote, "I think she stresses a lot over plagiarism.  This is good because it definitely scared me to even think about plagiarizing."

SPRING 2001
Students rate ROBERT J. BONK  highly as a writing teacher.  The main thread that runs through the comments on his evaluations is that students feel they become much better writers after working with him.

One student succinctly wrote that the "Professor was very intelligent, patient, clear."  Indeed the 110 students rate Bob as excellent by strong percentages, and significantly give him high marks for the clarity of his grading policy.  STudents admit that he can be a tough grader, but that they understand and appreciate his standards and expectations.

Two further threads are praise for Bob's willingness to spend time for conferences with students and his use of group work to vary class activities.  Remarkably, students even write that Bob's class made them confident to approach future research projects.

Bob's career merges science and English.  His degrees are in the sciences, with expertise in pharmacology, and he has recently written two books about research and writing in the health fields.  With this background, he has been valuable in our department, teaching Business Writing, Technical Writing, English 110, Literature and Medicine, and special 301 sections dealing with health care issues.  He has also served as a reader for the Arak nominated essays, and took extra time to help one winning student, whom he had nominated, to revise some source use.

In summary, Bob the scientist gives quality time to the teaching of writing.

SPRING 2000
SANDY HIORTDAHL began teaching for the Department in Fall 1998, and has taught 110, Honors 110, and 301.  During that time, she has impressed visitors to her class with the energy levels of her students.  In early 1999, John Jebb wrote after visiting her class, "You have developed a rapport such that you can call on students and get meaty responses."  Laurie Frankel later wrote, "you have clearly created a classroom in which they talk but also listen and absorb."

The students' own comments on evaluations reflect this electric atmosphere.  One student wrote that Sandy "instructed the class with a passion" and with a sense of humor.  Students also point out Sandy's abilities to motivate them; one reported, "I have never felt so confident in my writing ability."  Students give her excellent ratings for tolerance; she challenges them to come up with their own views on the issues the class discusses.

Sandy, who lives on Maryland's Eastern Shore, is an active scholar on John Gardner.  She is completing a master's thesis and was an organizer of a spring conference on Gardner's legacy.